This perspective describes the processes, pilot designs, and deployment strategies that the Yale School of Medicine (YSM) employed when integrating iPads into the undergraduate pre-clinical medical curriculum. We also explore the multiplier effect this technology inspired in expanding the program into our clerkship curriculum with the iPad Mini and how integrating mobile technology into our existing E-systems afforded us opportunities to enter the e-book and augmented reality technology spaces. Our hope is that this perspective provides a framework that may guide other institutions researching their own technological innovations.In this review of 100 years of the Yale System of Medical Education, a portrait emerges of what it is and what it has made possible. Founded in the 1920s under the leadership of Dean Milton C. Winternitz, the Yale System abandoned most educational mainstays including grades, class rankings, roll call, daily assignments, course exams, and class year affiliations. Instead, a thesis and two broad qualifying examinations were required. Revised over decades, the essential elements endure. The Yale System has cultivated generations of humane physicians, academics, and leaders through the rise of modern medicine, and medicine's constantly evolving knowledge base.The Flexner Report of 1910 transformed medical education and ushered in over a century of major medical advances and improvements in the practice of medicine. The requirements set forth by the report grounded modern medicine in the biomedical sciences and equipped physicians with the competencies to become excellent clinicians, researchers, and educators. However, rapid changes in the complexity and scale of the American health care system present today's physicians with a set of unique challenges. The adoption of new health care technologies, major policy changes to curb the cost of health care, and demographic shifts will fundamentally alter the practice of medicine in this century. We must reform medical education to respond to these changes. Besides conferring expertise in clinical care and the biomedical sciences, medical schools and residency programs should also incorporate interprofessional education, formal management training, and training pipelines that reflect the diversity of those receiving care.On September 20 of 2017, Hurricane Maria made landfall in Puerto Rico as a strong category 4 hurricane with destructive winds and flooding. Everyone suffered in the aftermath of the hurricane due to overwhelming destruction and lack of available resources. For medical students, these conditions were intensified due to their duty as first responders, academic responsibilities from medical school, personal losses, and financial difficulties. Despite the hardships, these students learned lessons and found solutions to overcome their challenges. The objective of this article is to portray the situations that medical students confronted and offer suggestions on how medical students and academic institutions can prepare for future natural disasters.Purpose Point of care ultrasound (POCUS) brings high-quality patient care to the bedside but continues to be an expensive training to implement in a residency program. There are multiple resources available to train providers in ultrasound, but they are all associated with significant cost. The Accreditation Council for Graduate Medical Education (ACGME) mandates anesthesiology residents to be competent in diagnostic and therapeutic uses of ultrasound. In this paper, we describe how an academic anesthesiology department implemented a POCUS curriculum for resident training. Methods An anesthesiologist intensivist directed program was created to train residents in POCUS. We started by training a group of seven critical care trained anesthesiologists with the guidance of cardiologists. These anesthesiologists participated in the training of our anesthesiology residents. A hybrid curriculum consisting of a simulator as well as hands-on scanning of patients was created. We recorded the time that personnel spent innt going over basics with the students while allowing students to master these skills at their own pace. Advances in ultrasound technology have created newer, more affordable machines which can decrease cost considerably. It would serve departments well to consider alternatives and plan for resources when deciding to implement POCUS curriculum for resident training.It is important to empower physicians to teach effectively so they are prepared to provide high quality education to medical trainees. The residency experience is recognized as an opportunity to help future faculty enhance their teaching skills, but there are few formalized tools available to facilitate this. We piloted a new observation tool for faculty to use when observing residents teach. The goal of our study was to determine if our observation tool is a useful and well accepted mode to facilitate feedback from faculty to residents about their teaching. A small number of senior residents were observed using the tool without prior knowledge of the tool components. Our early findings suggest that the tool is well-accepted by faculty and residents and may be useful as a catalyst in discussing a teaching framework. More data are being collected to determine if the tool is useful in improving resident teaching skills over time.Background Medical education is evolving to incorporate learner-centered strategies which encourage student engagement. Educators need to ensure that meaningful education occurs within limited interaction time between teachers and trainees. The Flipped Classroom (FC) model combines the use of both online and face-to-face interaction. Studies describing the process and resource utilization in anesthesia residency programs are limited. Methods After Institutional Review Board (IRB) exemption, a qualitative study to assess the feasibility of introducing an FC model in the anesthesia residency didactic curriculum was conducted. https://www.selleckchem.com/products/az32.html The Post Graduate Year 2 (PGY2) anesthesia resident didactic sessions were modified to include one session a month using the FC format with the other three sessions presented using traditional PowerPoint lecture format at a tertiary academic medical center. Post-session surveys were administered to both learners and teachers. Survey data were analyzed using Qualtrics® software. Survey data included perceptions of both learners and teachers regarding quality of learning and engagement in the new format.